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Chapter 6 – Republican and Imperial Rome

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Chapter 6 – Republican and Imperial Rome CHAPTER 6 – REPUBLICAN AND IMPERIAL ROME GLOBAL PERSPECTIVES • Why might we describe the Roman Empire as “multicultural”? What cultures most influenced Roman culture, and why? • What was it about the period from the second century B.C.E. through the third century C.E. that allowed the opening of new routes by land and sea linking Europe to Central Asia, India, and China? • Why did the Roman Empire decline in the West? Which of the problems that Rome faced were internal, and which were external? How were the two connected? CHAPTER 6 LEARNING OBJECTIVES Prehistoric Italy • Identify four groups of people who shaped Italy Etruscans • Identify the key characteristics of the Eturscan period in Italy Royal Rome • Identify the three branches of Roman government • Discuss royal power, in theory and practice • Describe Roman family structure and roles • Explain the client-patron relationship • Define patricians and plebeians The Republic • Describe the distribution of power in republican Roman government • Understand Roman policy towards conquered peoples • Outline the history of the Punic Wars • Discuss the problems posed for Roman society and government by the acquisition of overseas territory Civilization in the Early Roman Republic: Greek Influence • Identify Greek influences on Roman society and thought Roman Imperialism • Trace the expansion of the Roman Empire 42 • Discuss the impact of expansion on society in Rome, and in Italy • Identify key leaders of the period, including: Tiberius Gracchus, Gaius Gracchus, Gaius Marius, and Lucius Cornelius Sulla, and the ideas or events with which they are associated The Fall of the Republic • Identify key leaders of the period, including: Marcus Licinius Crassus, Cnaeus Pompey, and Gaius Julius Caesar, and the ideas or events with which they are associated • Understand the structure and significance of the First and Second Triumvirates The Augustan Principate • Describe Octavian’s constitutional solution to the problems of governing Rome • Trace the transformation of Octavian’s rule into the Augustan Principate Civilization of the Ciceronian and Augustan Ages • Identify key cultural figures of the period, including Cicero, Lucretius, Catallus, Virgil, Horace, • Ovid, and Livy, and the arts or works with which they are associated • Understand the links between the arts and the socio-political developments of the period Peace and Prosperity: Imperial Rome (14-180 C.E.) • Describe the nature of Roman dynastic, imperial rule • Identify Augustus’ successors • Comment on urban living conditions The Rise of Christianity • Identify important people and events in the emergence of early Christianity • Describe the connections between early Christianity and Roman society and governance The Crisis of the Third Century • Identify threats to Roman rule in the third century The Late Empire • Trace the reconstruction and reorganization of the empire in the fourth century • Describe when and why the empire split into east and west • Outline the rise of Christianity in the fourth century Arts and Letters in the Late Empire • Discuss influences on late imperial culture 43 • Identify Augustine and his role in the spread of Christianity The Problem of the Decline and Fall of the Empire in the West • Outline some of the explanations historians have offered for the fall of the western empire • Justify your own explanation for the end of the Roman Empire in the West CHAPTER SUMMARY After describing Italy before the rise of Rome, the society of royal Rome, and the early republic and its constitution, this chapter tells the story of Rome’s expansion: the conquest of Italy, the wars with Carthage, the increasing involvement with the Greek world, the eventual takeover of the Hellenistic east, the decline of the republic amid political factions and civil war, the Augustan settlement, imperial administration, foreign policy, literature, architecture, and the rise and influence of Christianity, the crisis of the third century and the barbarian invasions of the fifth century. The culture of Italy developed later than those societies in the Near East. About 1000 B.C.E., Italy was overwhelmed by war–like invaders who cremated their dead, made iron tools and weapons, and spoke a number of related languages known as Italic. Civilized Etruscans arrived in Tuscany (Etruria), perhaps from the east, about 800 B.C.E. and established themselves in a loose corporation of self–governing city–states. The Etruscans dominated the native Italians and accumulated considerable wealth. They expanded both to the north and south, but their conquests were not firmly based and were lost in the course of the fifth century B.C.E. Thereafter, Etruria lost its independence, but the Etruscan’s influence on the Romans remained particularly in religion. The chapter then describes Roman society and government under the kings (753–509 B.C.E.). In essence, Rome was ruled by a king whose powers were limited by his advisors, who composed the Senate, and an assembly of the people. The center of Roman life was the family, in which the father had a position analogous to that of the king in the state. One of Rome’s most important institutions was clientage; a client entrusted himself to the protection of a more powerful man (called a patron) in exchange for services which included military and political support. Roman society was divided into two classes: patricians and plebians. Members of the wealthy patrician class could conduct state religious ceremonies, sit in the Senate, or hold office. They could not marry outside of their group. The plebian class consisted primarily of small farmers, laborers, and artisans. As Rome grew, these lines tended to blur as plebians acquired wealth, but they nonetheless remained intact. A revolution in 509 B.C.E. replaced the monarchy with the republic. A thorough recounting of the Roman constitution and magistrates follows. Early Roman society had a class distinction based on birth: the patricians monopolized the positions of power and influence while the plebeians were barred from public office and from the priesthoods. Over the next two centuries they tried to achieve equality with the patricians. Their attempt was called the “struggle of the orders” and by 287 B.C.E., through legal means, the plebeians gained full access to the magistracies, as well as an important voice in the government. But still only a small group of leading families dominated the Senate and highest magistracies. Rome’s conquest of Italy took more than two centuries. Rome only suffered a serious setback once when the Gauls invaded the city in 387 B.C.E. The Romans dealt with 44 conquered cities quite liberally, offering citizenship to some, potential citizenship to others and allied status to the rest. Now Rome was face to face with Carthage, the great naval power of the western Mediterranean. Rome fought three major wars against Carthage from 264–241, 218–201, and 149–146 B.C.E. Roman resources and fortitude were taxed to the limit, especially in the Second Punic War against the great general Hannibal. In the end, Carthage was completely destroyed. Rome’s victory against Carthage and its success in the eastern Mediterranean against Macedonia and Antiochus III in Asia Minor from about 215–150 B.C.E., opened the way to Roman supervision of the entire Mediterranean region. Such was not an easy task. The Roman constitution which had been well adapted to the mastery of Italy would be severely tested by the need to govern an empire beyond the seas. Greeks and Romans did not understand freedom in the same way. The Romans found themselves becoming more and more involved in the affairs of Greece and Asia. Anti– Roman factions in the Greek cities were punished severely. Political contact with Greece had a great effect upon Roman culture. Romans borrowed Hellenistic traditions identifying their own gods with Greek equivalents and incorporating Greek mythology into their own. Greek educational influences also can be easily traced in the development of Roman education. Traditionally, Roman fathers saw to the education of their sons and some (such as Cato the Elder) decried the Greek influence and the popularity of the grammaticus who taught Greek and Latin literature, dialectic, geometry, astronomy and music. Advanced study in rhetoric and philosophy opened the Roman conqueror to the older and wider culture of the Hellenistic world. Whether intended or not, Rome’s expansion brought with it power, wealth and responsibility. By the middle of the second century B.C.E., Rome faced a serious manpower problem: peasants were losing their land and many could no longer qualify for the army. A political threat was also developing as patrons had less control over clients who fled their land. In 133 B.C.E., a young tribune from an aristocratic family, Tiberius Gracchus, attempted to solve these problems by proposing that public land be redistributed to the poor. The bill aroused great hostility and after untraditional and unprecedented, but not illegal, measures by Tiberius to pass the bill, he was murdered by a mob of senators and their clients. Nevertheless, his career brought a permanent change to Roman politics as he showed an alternative to the traditional aristocratic career: politicians could go directly to the people. In 123 B.C.E., Tiberius’ younger brother, Gaius, became tribune with a much broader platform of reforms, designed to appeal to a variety of groups. Of primary importance was his insistence that full Roman citizenship be offered to the Italian allies. This proposal failed and after he lost a bid for reelection, Gaius also was hunted down and killed under sanction of a senatorial decree. Troubles abroad soon led to even more serious dangers. Rome faced a crisis in North Africa (against Jugurtha) and an invasion of Italy by Germanic tribes. Rome handled these well thanks to the military ability of Marius.
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